Abstract
Most students come to today's classrooms with technological dependence and a desire for instant gratification. As faculty struggle to engage and teach this generation of students, there is an increase in technology use in classrooms. One tool commonly used to engage these learners is the electronic response system (ERS), which allows students to answer questions anonymously during class and to receive instant feedback. This study examined ERS implications in a large classroom setting within the content area of social science. Although test scores did not improve significantly, benefits to educators and students are identified.
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